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Society for Information Technology & Teacher Education International Conference

Mar 18, 2019


Kevin Graziano

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Table of Contents

This conference has 6 award papers. Show award papers

Number of papers: 445

  1. Investigating the Effect of a Surprise Created by a Discrepant Event on Preservice Teachers’ Learning and Perceptions

    Kathleen Myers, David Smith, Mohamed Ibrahim & Rebecca Callaway, Arkansas Tech University, United States

    The purpose of this study was to investigate the effects of a discrepant event on preservice teachers’ perceptions regarding the experiences of English as Second Language (ESL) students in the... More

    pp. 1225-1232

  2. Technology and Teacher Data Literacy: A Study of PreK-12 Educators’ Data Literacy Skills

    Esther Ntuli, Idaho State University, United States; Lydia Kyei-Blankson, Illinois State University, United States

    This brief paper is based on the pilot study that examined PreK-12 educators’ perceived data literacy skills and how their program of study, particularly their technology courses prepared them to... More

    pp. 1233-1238

  3. Integrated Behavior Model as a Framework for Teacher Technology Integration

    Ogechukwu Ozo-Onyali, Towson University, United States

    To gauge the effectiveness of teacher preparation efforts with respect to the use of instructional technology, it is necessary to understand the factors that cause any changes between pre-service... More

    pp. 1239-1244

  4. Conceptualizing the T in STEM: A Systematic Review

    Ramya Sivaraj, University of Minnesota, United States; Joshua Ellis, Florida International University, United States; Gillian Roehrig, University of Minnesota, United States

    In this systematic review, we examine multiple perspectives on the role of technology (hereafter “T”) in the field of integrated science, technology, engineering, and mathematics (hereafter “STEM”)... More

    pp. 1245-1254

  5. Scientists Make a Difference: The Results of a STEM Intervention with Elementary Students

    Daniella Smith, Tandra Tyler-Wood & Stacie Milburn, University of North Texas, United States

    Science, technology, engineering, and math (STEM) activities in school libraries provide an opportunity for students to share their individual experiences while learning new perspectives and... More

    pp. 1255-1259

  6. Connecting Classroom Observation Data to Student Achievement Using Observer XT©: Promoting Authentic STEAM Research

    Carla J Thompson, Ernest Bourget & Byron Havard, University of West Florida, United States

    The use of observational research for assessing classroom instruction has been a popular approach for conducting program evaluation for multiple decades. Program evaluation must consider student... More

    pp. 1260-1264

  7. Teachers and Design: A Literature Review

    Melissa Warr & Punya Mishra, Arizona State University, United States

    Many scholars have used a design lens to understand teachers and teacher education. Design is changing an existing situation to a desired one; it is the process of creating something new. The... More

    pp. 1265-1272

  8. The Vision of Technology in PK-12 Schools through the Lens of the School Administrator

    Sheila F. Baker, Antonio Corrales & Jana M. Willis, University of Houston-Clear Lake, United States

    This study explores the vision of administrators in educational technology within urban PK-12 settings as measured by the Principal Technology Leadership Assessment (PTLA) that was developed and... More

    pp. 1273-1278

  9. Development and validation of a holistic IT-institutional alignment model for higher education institutional performance

    Jean Claude Byungura, University of Rwanda / Stockholm University, Sweden, Rwanda; Henrik Hansson, Stockholm University, DSV, Sweden

    This study aims to develop a contextual model with the practices of IT-institutional alignment for university performance. Based on the prior studies and an extended literature review, six... More

    pp. 1279-1290

  10. Gamification playtest of Zombie Ed Tech Apocalypse – For Educational Technology Leaders

    Lynn Hummel, Bloomsburg University, United States

    Zombie Ed Tech Apocalypse is a game played in real life with others seeking to refine their educational technology problem solving skills. This game provides players with opportunities to practice ... More

    pp. 1291-1292

  11. An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments

    Andrew Shepherd, The University of Central Florida, United States

    The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school (one-to-one classroom) environment. This study utilized an ... More

    pp. 1293-1298

  12. Generation Z: Are they as tech-focused as we think?

    Charles Bruce & Adam Manley, Western Michigan University, United States

    As the first members of Generation Z graduate from college, society is adapting to meet their needs. Generation Z is the first generation to learn with computers in every school, and have access to... More

    pp. 1299-1301

  13. EAL teachers’ professional learning about digital literacies: a socio-material perspective

    Edwin Creely & Ekaterina Tour, Monash University, Australia

    It is widely acknowledged that to be able to teach digital literacies as an integral part of second language (L2) education, teachers need to engage in relevant professional learning. However,... More

    pp. 1302-1309

  14. Developing Open Data Spreadsheet Applications for Undergraduate Mass Sections

    Emese Felvegi & Robert McCarn, University of Houston, United States

    This session discusses the development and deployment of open data spreadsheet applications in undergraduate Management Information Systems mass sections at a tier-one research university in the... More

    pp. 1310-1315

  15. Professional Learning Communities: Meeting the Technology Integration Gap Through Professional Development

    Jennifer Howze-Owens, Sonimar Villegas & Michelle Paulus, The Chicago School of Professional Psychology, United States

    For the last three decades, technology has consistently increased its presence in American classrooms. However, effective technology integration has been an issue for educators, pointing to a lack ... More

    pp. 1316-1317

  16. STEM College-Bound: Relationship of Familial Factors

    Michelle Peters, Ahmed Abukmail & Jana Willis, University of Houston - Clear Lake, United States

    Schools continue to explore opportunities to increase underserved populations in computer science and broader STEM fields. Studies exploring factors that impact student decisions are needed. This... More

    pp. 1318-1323

  17. Student Self-Efficacy in Learning English in a Wearable Virtual Reality Environment

    Yu-Li Chen & Chun-Chia Hsu, Lunghwa University of Science and Technology, Taiwan

    The continuous advancement of technology has provided the possibilities and challenges of mobile devices for learning. The purpose of the study is to create a wearable virtual reality environment... More

    pp. 1324-1327

  18. Design and Development of A Sitting Position Monitoring Tool Based on Wearable Devices

    Min Mao, Li Ji, Weizhen Xu & Yujiong Liang, East China Normal University, China

    Sitting posture, as an important physiological indicator in the classroom that can measure students' classroom behavior, is widely used in educational research. This study combines the advantages... More

    pp. 1328-1333

  19. Design and Development of a Wearable Classroom Attention Measurement Tool Based on Sitting Posture

    Qin Zhang & Min Mao, East China Normal University, China

    Learning analysis aims to fully exploit the meaning behind learner behavior data, and its data source is very critical. This study combines the embodied cognition theory and the cross-domain... More

    pp. 1334-1339

  20. Flipping the Lecture: Students Demonstrate Learning with the Panopto Video Capture System

    Stephen Arnold, University of Arizona, United States

    Assessing students in an online course poses challenges to the reliability factor of the measures being utilized. Some programs have the latitude to incorporate proctored assessments, but this is... More

    pp. 1340-1345